Introduction to the special issue: research-based learning in teacher education and beyond

Research-based learning (RBL) has become increasingly important in higher education in recent years-not only in the German speaking context (Mieg 2019; Huber and Reinmann 2019), but also internationally (Arifin et al. 2022).Especially following the report of the Boyer Commission (1999), where university education was criticized for not engaging undergraduates in research, RBL and other approaches focusing on developing research skills in students became more widespread.This Special Issue focusses on RBL in teacher education, especially the use of RBL in initial teacher education, but also how it can be used in ongoing teacher education and in school lessons.In teacher education, RBL establishes a specific relationship between higher education and professional practice: as part of university or higher education courses, student teachers are encouraged to engage with their future professional practice through research.Through learning how to conduct research into their practice and actually undertaking this research, they can enhance their professional knowledge and develop (new) approaches and attitudes towards professional requirements.RBL should contribute to professionalization in the context of teacher education, starting at university and continuing not only in the first career phases, but also during professional life as teachers research their teaching.Moreover, teachers can implement RBL as a teaching approach in their classrooms.By doing so, students are encouraged to be curious, developing experience in posing questions and attempting to answer them in a methodically guided way.But what is RBL exactly?In German speaking countries, the concept of 'Forschendes Lernen' elaborated by Ludwig Huber has become particularly wide-